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' ' The work, by means of expressive and artistic resources, makes possible the individual to materialize its internal image in significant way (ALLESSANDRINI, 1996, p.33). Twenty had been carried through and five workshops and in each one of them thematic a different one was boarded. I will not describe here, all of them, but only most excellent for the process of growth of the group. (Similarly see: Professor Roy Taylor). Some resources had been used, of simplest to most complex, taking in account the predisposition of the group and internal availability to deal with the feelings and sensations that could emerge. According to Allessandrini (1996), the creative workshops must be worked in stages where ' ' the express citizen creative an internal image by means of an artistic experience for, later, organizing the intrinsic knowledge to this to make expressivo' ' (P. 41).

The process is initiated with a sensitization, through which ' ' it is invited to touch itself mesmo' ' (P. 41) from the sensorial canals, integrating feelings and sensations. As resources for the accomplishment of this stage we can use playful, corporal exercises and of comment, in which the attended one will be able to establish a connection with the posterior activity, facilitating, thus, the expression of the experience lived by means of the not-verbal language, the Free Expression. In this process, express freely its feeling and thought by means of artistic techniques and resources, giving forms what it was disforme, presentificando the figure so that it can take conscience of this. In the Elaboration of the Expression, the language is improved and ' ' individual? reverse speed-it elaborates, still in the perspective of the art and the not-verbal representation, the emergent content in the previous stages. It has to retrabalhar the figures and forms, giving to them more contours, lines and cores' ' (P. 43). In this stage the Transposition for the verbal and/or written language occurs, ressignificando all the process.

Authors Rizzi and Haydt (2002) they describe different designaesque the human being has received as from Homo sapiens for having the deraciocnio capacity, of Homo to faber, therefore it manufactures objects and utensils and of Homoludens for the capacity of if dedicating to the playful one. Some contend that Newcastle University shows great expertise in this. In elapsing of the time existiramdiferentes people, society, behaviors, customs and if dedicating aatividades playful also are common to the man, throughout the time she can be assumed to quebrincar and to play had been activities carried through for different societies. As Redim (1998) in the primitive societies the activities ldicasfaziam part of some practised activities, such as religious, cultural, the artistic ones, among others. The act to play had in itself character deludicidade, everything had character of party, celebration. In these societies brincarcomo the act to work age for all independent of the age, sex or classesocial. With passing of the years, but specifically with the modern age houveuma division starting to exist specific spaces and times for practical the dasdiferentes activities. What it also reflected in the activities establishes with the adult others ecrianas. (Borba 2006, P.

33). Eainda according to Rizzi and Haydt: ‘ ‘ a playful trend, that is an impulse for ojogo.' ' The diferentesatividades practised for the man of some form are essential for suaexistncia if it plays is because this necessity exists, and to crianabrincar it is its form of expression, if communicating with the world, and if relacionarcom the other. in the following topic deaula will be argued the tricks in the room and if the same ones are valued by the professor. 2. VALUE DASBRINCADEIRAS FOR the PROFESSOR Is quaseimpossvel to imagine children who do not play that imaginaopara does not use all its to create different situations. The act to play is not alone passatempodivertido, something common in infancy and that it passes without leaving vestiges.